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Docência online durante a Covid-19: uma etnografia virtual com professores brasileiros do ensino básico
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Advisor(s)
Abstract(s)
Esta pesquisa analisa as práticas docentes online desenvolvidas por professores de cinco
escolas do ensino básico do Brasil, no período de junho a outubro de 2020, em meio à crise
sanitária provocada pela pandemia da Covid-19, quando as escolas tiveram de realizar aulas
não presenciais para atender as exigências dos governos de estabelecer o distanciamento
social e, consequentemente, diminuir o fluxo de contaminação pelo coronavírus entre as
pessoas. Utilizamos como campo de pesquisa nove turmas de cinco escolas diferentes,
localizadas nos municípios de Araçás, Pojuca e Rio Real, no interior do estado da Bahia, e
uma escola localizada no município do Rio de Janeiro, capital do estado. Recorremos à
metodologia da Netnografia, a qual permite ao pesquisador navegar e participar de
comunidades online com o olhar atento às relações construídas dentro delas, observáveis a
partir do que se escreve, da comunicação oral e dos artefatos produzidos pelos seus membros.
Emergiram das turmas estudadas os seguintes achados: na maior parte das escolas, os
planeamentos para a docência online foram construídos com base nas referências do ensino
presencial; prevaleceram práticas docentes centradas na figura do professor, na transmissão
de conteúdos e na realização de tarefas; as avaliações oscilaram entre atividades tradicionais
de memorização e cópia e, em contrapartida, em duas escolas houve atividades de pesquisa,
produção e divulgação em meios digitais, com foco no protagonismo dos estudantes; a
maioria dos professores sentiu-se insegura em relação à oferta de aulas online e relataram
não terem parâmetros para mensurar a qualidade das suas aulas; as dificuldades de uma
parcela dos estudantes em acessar a internet limitou a proposição de ações pedagógicas com
o uso de interfaces digitais, tendo em vista a baixa qualidade da internet; a formação docente
para o uso das mídias/interfaces digitais é vista pelos educadores como fundamental ao
exercício da docência online, porém, requer-se uma atualização dos programas e um
intervalo menor entre essas formações, que precisam estar mais conectadas com o cotidiano
dos professores em sala de aula.
This research analyzes the online teaching practices developed by teachers from five basic education schools in Brazil, from June to October 2020, amidst the health crisis caused by the Covid-19 pandemic, when schools had to conduct non-face-to-face classes to meet the demands of governments to establish social distance and, consequently, reduce the flow of contamination by the coronavirus between people. We used as a research field nine classes from five different schools, located in the municipalities of Araçás, Pojuca and Rio Real, in the interior of the state of Bahia, and one school located in the municipality of Rio de Janeiro, capital of the homonymous state, and four schools in the interior of the state of Bahia. We use the Netnography methodology, which allows the researcher to navigate and participate in online communities with an attentive eye to the relationships built within them, observable from what is written, from oral communication and from the artefacts produced by its members. The following findings emerged from the studied classes: in most schools, the plans for online teaching were built based on the references of on-site teaching; prevailing teaching practices centered on the figure of the teacher, on the transmission of content and on the performance of tasks; the assessments ranged between traditional memorization and copying activities and, on the other hand, in two schools there were research, production and dissemination activities in digital media, with a focus on the role of students; most teachers felt insecure about offering online classes and reported not having parameters to measure the quality of their classes; the difficulties of a portion of students in accessing the internet limited the proposition of pedagogical actions with the use of digital interfaces, in view of the low quality of the internet; teacher training for the use of digital media/interfaces is seen by educators as fundamental to the exercise of online teaching, however, it requires an update of the programs and a shorter interval between these trainings, which need to be more connected with the daily lives of teachers in the classroom.
This research analyzes the online teaching practices developed by teachers from five basic education schools in Brazil, from June to October 2020, amidst the health crisis caused by the Covid-19 pandemic, when schools had to conduct non-face-to-face classes to meet the demands of governments to establish social distance and, consequently, reduce the flow of contamination by the coronavirus between people. We used as a research field nine classes from five different schools, located in the municipalities of Araçás, Pojuca and Rio Real, in the interior of the state of Bahia, and one school located in the municipality of Rio de Janeiro, capital of the homonymous state, and four schools in the interior of the state of Bahia. We use the Netnography methodology, which allows the researcher to navigate and participate in online communities with an attentive eye to the relationships built within them, observable from what is written, from oral communication and from the artefacts produced by its members. The following findings emerged from the studied classes: in most schools, the plans for online teaching were built based on the references of on-site teaching; prevailing teaching practices centered on the figure of the teacher, on the transmission of content and on the performance of tasks; the assessments ranged between traditional memorization and copying activities and, on the other hand, in two schools there were research, production and dissemination activities in digital media, with a focus on the role of students; most teachers felt insecure about offering online classes and reported not having parameters to measure the quality of their classes; the difficulties of a portion of students in accessing the internet limited the proposition of pedagogical actions with the use of digital interfaces, in view of the low quality of the internet; teacher training for the use of digital media/interfaces is seen by educators as fundamental to the exercise of online teaching, however, it requires an update of the programs and a shorter interval between these trainings, which need to be more connected with the daily lives of teachers in the classroom.
Description
Keywords
Ensino online Docentes Interatividade Estilos de aprendizagem COVID-19 Ensino básico Brasil Online teaching Interactivity Learning styles
Pedagogical Context
Citation
Pinto, Cláudio Rogério do Nascimento - Docência online durante a Covid-19 [Em linha]: uma etnografia virtual com professores brasileiros do ensino básico. Lisboa: [s.n.], 2021. 143 p.